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This report is part of a multi-year project to examine the effects of standards-based assessment reform on schools and classrooms. During the past year, the project investigated school and classroom effects of assessment reforms in the state of Kentucky, a state that has been at the forefront of the standards-based assessment movement. This report presents the results of a series of surveys of the impact of the Kentucky Instructional Results Information System (KIRIS) on curriculum and instruction in mathematics in grades 5 and 8 and in writing in grades 4 and 7. Teachers' self-reports (n=approximately 400) indicated substantial changes in classroom practices in response to the Kentucky Education Reform Act and KIRIS. KIRIS, in particular, has had a major influence on instructional behavior according to teachers. However, there were no consistent associations between reports of specific teaching practices or changes in practice during the past 3 years and biennial KIRIS gains. (Contains 2 figures, 31 tables, and 15 references.) (Author/SLD)

The effectiveness of work-based learning (WBL) was examined in an exploratory study of WBL in three different programs in Los Angeles: a transportation career academy (TCAP), medical magnet high school (MMHS), and school-based enterprise (SBE). Data were collected from the following sources: surveys examining students' WBL experience; interviews with teachers, mentors, employers, and others associated with the programs; observations of the students at work; and in-depth student interviews. The SBE gave the most latitude to students with respect to choosing work tasks and even work times, whereas work at the other two sites was more closely monitored and scheduled. The MMHS and TCAP incorporated formal evaluation procedures between the worksite and the school. Training for the TCAP students followed a "show and tell" model, whereas the MMHS students were apprentices in a university science laboratory where teaching was embedded in nearly every activity. The SBE used a talented mentor pool, outside conferences, free advice from experts, and opportunities to practice in a fail-safe environment. No site developed students' problem-solving skills around substantive, technical matters. The TCAP and MMHS programs had explicit career awareness or exploration goals. All three sites incorporated structural features for connecting school and work. (Contains 58 references.) (MN)

In 1998, the U.S. Department of Defense (DoD) established the DoD Office of the Chancellor for Education and Professional Development. Although achieving its mission requires that the chancellor's office influence the education and professional development providers' behavior, its charter grants it very limited formal authority to exercise such influence. A project was therefore undertaken to give the chancellor's office a clear sense of its available options in pursuing its mission. Research and theories from social psychology, organizational behavior, and sociology were drawn upon to develop a framework for strategic assessment and development of power and influence that includes the following stages: (1) power assessment; (2) power development; and (3) development of influence. The newly developed power assessment process involves consideration of the following key factors: (1) the influencer's objective; (2) relevant characteristics of the target organization and its members; (3) the influencer's power bases and capabilities as an organization and as a collection of individuals; (4) features of the relationship between the influencing organization and its target; and (5) the environment in which the organizations interact. After assessing its potential power, the influencer can evaluate whether its current power bases are sufficient and the extent to which it has been capitalizing on them. (A literature review is appended. The bibliography lists 48 references.) (MN)

A study was conducted to develop tools for describing and evaluating external governance in the U.S. Department of Defense's (DoD's) multiorganizational system of education, training, and professional development. An exploratory conceptual framework and taxonomy for understanding external governance in the DoD context was developed, and the following criteria were used to assess the effectiveness of DoD's external governance: (1) evidence that system outcomes are being defined, measured, and evaluated relative to goals; (2) evidence that providers, intermediaries, and key stakeholders are communicating frequently and transparently; (3) evidence that providers and intermediaries are responsive to key stakeholder guidance; and (4) evidence that key stakeholders are being satisfied. The following recommendations were made to DoD: (1) advocate and facilitate system-level and demand-side governance on the part of key stakeholders within the system; (2) encourage all key stakeholders to undertake a structural analysis of governance as part of their own strategic planning function; (3) engage in system-specific development and pilot testing before performing an implementation audit of governance; (4) perform implementation audits on a case-by-case basis for major subsystems or key stakeholders that have salient problems with responsiveness and effectiveness; and (5) establish a center for development and retention of governance knowledge and evaluation capacity. (Contains 52 references.) (MN)

The Office of the Secretary of Defense supports a vast and complicated system of education and professional development for civilians. The RAND study team from the National Defense Research Institute conducted a broad review of the literature on educational assessment and reviewed the documents of organizations engaged in such assessment, interviewed experts, attended conferences, and conducted site visits to exemplary organizations. This report synthesizes the information from the study and suggests educational and professional development approaches the DoD might use to raise the quality and productivity of the education the Department provides for civilians it trains. The study identified the need for system level assessment and classified approaches into four basic models: (1) use of an intermediary to review the process individual providers use; (2) assessment by an intermediary organization; (3) assessment by the individual providers; and (4) a focus on the certification of student competencies. Models 1, 2, and 3 appear most relevant for the DoD Chancellor's Office, but regardless of the model selected, any assessment must identify the goals of the education activities, measure the outcomes related to these goals, and evaluate whether the outcomes meet the goals. Eleven appendixes contain supplemental information about DoD training programs and assessment approaches of other agencies. (Contains 6 figures, 26 tables, and 248 references.) (SLD)

In an era of dependence on nonflexible funding by states, private support is a desirable source of funding. Anecdotal reports and a limited body of documented research suggest districts and schools are pursuing private support with increased sophistication and aggressiveness. This pilot study is designed to provide schools and school districts with information on the types of public-private partnerships that have been developed and the mechanisms used to attract private resources. Specifically, private support giving in the Los Angeles-area schools is examined. The results are based on interviews of superintendents, principals, school district staff, and local education foundation representatives in fall and winter 2000. Section 1 is an introduction. Section 2 examines what is currently known about private support of public schools. Section 3 explains the research methodology. Section 4 summarizes the answers to several questions: Who are the private givers? How do schools attract private support? What type of support is provided, and how are the contributions used? Section 5 shares the lessons learned about effectively raising private support. In addition to numerous tables of data, three appendices explain interview protocols. (Contains 100 references and 27 endnotes.) (RKJ)

This report presents evaluation results of the Learn and Serve America, Higher Education (LSAHE) federal initiative. The report addresses the impact of LSAHE on students, communities, and higher education institutions, and is based on data collection and observation from fiscal 1995 through fiscal 1997. The broad goals of LSAHE are to: engage students in meeting the unmet needs of communities while enhancing their own academic learning, their sense of social responsibility, and their civic skills through service-learning. Evaluation involved 300 institutions each year that responded to an accomplishments survey, a community impact survey, and a student survey. Site visits and analysis of secondary data were also conducted. The evaluation concluded that LSAHE was a critical catalyst on many campuses for the initiation, growth, and enhancement of service-learning programs and courses. Evaluation results are detailed for five areas: (1) the work that LSAHE programs performed; (2) the impact of LSAHE participation on service providers; (3) the impact of the work performed by LSAHE programs on service recipients; (4) the institutional impact of LSAHE; and (5) the return on the LSAHE investment. Recommendations urge goal clarification, encouragement of more direct service, and specification of "good practices" in service-learning. (DB)

This report addresses impact of the Learn and Serve America Higher Education (LSAHE) service learning initiatives on communities, higher education institutions, and students, and is based on 3 years (1995-97) of data collection and observation at 27 institutions. LSAHE has awarded grants to higher education institutions and community organizations for the development, expansion, or enhancement of service learning courses or programs. Concerning the work performed by LSAHE programs, the study found staff usually spent more time on capacity building (such as course development) than on direct service activities and that students provided 2,650 hours of service. Concerning LSAHE's impact on student service providers, the report found that participating students reported greater civic participation and better life skills. Concerning LSAHE's impact on service recipients in the community, the study found that community organizations perceived student volunteers to be highly effective. Concerning LSAHE's impact on institutions, the report found that most LSAHE institutions reported expanded service opportunities, integrated service courses, and enhanced community relations. Concerning returns on the LSAHE investment to the community, the report concludes that over the 3 years, the programs produced a total community service value close to the level of program expenditures. Recommendations are offered. Six appendices provide methodology details. (Contains 18 references.)

This report presents a sector-wide review of three types of cost-containment initiatives. The first, collaboration, allows for the sharing of resources, facilitates joint purchasing agreements, reduces duplication of services, and expands personal and professional contacts, but requires time to develop institutional relationships. The second, technology, introduces a range of equipment for automation, data processing, and communications; gives access to instruction and information through distance education and online systems; speeds up procedures; and customizes instruction for students. However, start-up costs are a major obstacle for this type of initiative, nor is it readily apparent to some how technology fits into institutional reward structures or the traditional view of student/teacher interaction. The third, outsourcing, involves contracting with an outside vendor to provide a service, allows institutions to bring in new expertise, technology, and services without hiring staff. It may also improve other, nonoutsourced services by introducing competition. However, outsourcing may require staff and expertise to manage the contracts and can also lower morale on campus if it results in layoffs. Following an introduction and descriptions of the methodology used, the report examines each type of initiative, listing benefits and limitations, provides descriptions of several programs, and makes some recommendations. (Contains 4 appendices and 70 references.) (MAB)

This document presents a review of cost-containment initiatives relevant to higher education institutions. Originally commissioned to examine cost containment initiatives carried out by institutions affiliated with the Foundation for Independent Higher Education (FIHE), the paper was expanded to include a sector-wide review of three types of cost-cutting initiatives--collaboration, technology, and outsourcing. The paper is organized around an introduction, which covers the background, purpose, methodology, and organization of the study, and separate sections that discuss benefits and limitations, provide examples, and make recommendations for each type of initiative. A final section deals with efforts by the three California state higher education systems to improve efficiency and maintain quality through short-term cost reductions, such as salary and hiring freezes, across-the-board cuts in various services, and early retirement incentives, and long-term cost reduction and quality improvement incentives such as total quality management and resource cost management. Also noted are programs reported by the National Association of Independent Colleges and Universities, the Center for Planning Information, and the League for Innovation in the Community Colleges. Appendixes include the FIHE survey results; a descriptive of a Partnership for Private Colleges program; additional data sources; and a list of key questions for higher education decision makers. (Contains 74 references.) (CH)